The Columbian. [volume] (Bloomsburg, Pa.) 1866-1910, 1887-01-07
INSTITUTE PROCEEDINGS.
WEDNESDAY MORNING, DEC 22.

presiding at the organ, and Mr.. L.
Sharpless leading the singing.
Rev. f. Riddle, pastor of the NJ 4.
church of Blcomsburg, conducted the
devotional exercises.
Mr.. Grimes announced with regret
that DIR. Higbee could not be with us
on account of urgent business at Har-
risburg.
Wishing to be present at Directors
meeting held in the Third street school
building, Mr.. Grimes left the Institute
in charge of Mr.. Beckley, Prin. of the
Bloomsbury public schools.
Miss McClintock gave the Institute
solo. 1t was her last appearance at
the Institute, which all regretted very
much.
Miss Ross occupied the first period
with class drill. supposed to be the
first work for the child after coming to
school. This was an admirable exer-
else, but must be seen to be appreciat-
ed. She used in the drill, a square
piece of paper, and the blackboard.
The principal design of the exercise
was the cultivation of the Imagination,
though it was an excellent drill for the
memory, and brought out clearly the
ideas of color, form, number, language
and design
intermission.
Singing by the Institute, "Bringing
in the Sheaves.
Prof j. f. Harkins, of Orangeville,
gave very entertaining and instruct
i've address oil. The Importance of Cul
tivating the Imagination. The follow.
ing is brief outline of it: The
teacher to be successful must be ac-
quainted with the mind, and the laws
which control its operations. Every
faculty contributes to our benefit, en-
mobiles our nature and betters our con-
ditions in life, especially if it is discl-
plined and properly used. The imag-
nation is that power of the mind by
which we form ideal conceptions. This
faculty has not always been properly
understood, and has not received that
share of attention which Its import.
auce demands. We are, however,
very much indebted to this faculty for
all the comforts and conveniences of
life. 1t creates means by which mau
is enabled to apply his knowledge to
the useful purposes of life, as well as
being foremost in disclosing the truths
of science. Its importance aud utility
in connection with the practical affairs
of life demand the most earnest con.
slderation from teachers. We should
arouse it by having our pupils repro
duce and describe beautiful and pict-
uresque scenery. In improving this
faculty we also strengthen other pow
ers of the mind, especially memory and
the reasoning power. We should have
our pupils store their memories with
beautiful pictures of natural scenery,
since they will become the type of the
ideal images created by the imagina-
ton. We should see to it that the
other powers of the mind are so devel-
oped that there will be no deficiency
in perception, to be made up by imag-
ination. Our instruction should have in
view the development of every faculty
of the mind, for we are responsible in
a great degree, for the future career of
our pupils.
Miss Bre' ce read an excellent paper
IN THE Object of Government as Re
lated to Morality" The following is a
brief sketch of it: The object of
school government may be to make
true men and women of the boys and
girls, or TO merely restrain them from
wrong doing during school hours. The
teacher must have in view order and
the training of pupils to govern them
selves. One depends upon the other.
Before much can be done towards lead
ing pupils to noble life, we must gain
their love, and before we gain their
love, We must gain their respect, and
before boys and girls will respect a
teacher, they must see that she is com.
petent to govern them. With older
pupils / have found in my experience,
that the very first thing to do. was to
make them feel that | expected perfect
obedience, trusting that love and re-
spect would follow as a consequence
of duty faithfully discharged. With
younger pupils, however, | took a
different course. My first object was
to gain their love, aud trust that re-
spect and obedience would follow. The
key to successful moral government is
sympathy, sympathy between teacher
and taught. Every bright, active child
has certain amount OF pent up energy,
which needs to be guided and directed
by the teacher in such channel, that
it will be benefit to the school as a
whole, and to each individual all his
life. The surroundings of children
have great influence upon their
character. For this reason our school
rooms should be cosy and pretty
Hang beaut full pictures upon the wall,
| fill the windows with flowers, and in
short have it not a school house, but q
school home. Train children to keer
the floor neat and tidy. All these
things will have a silent influence. Il
pupils see beautiful things, they will
have beautiful thoughts, and wha
they think of, they will talk about. Il
is the teachers duty to so train the
child, that it will form high ideals anC
noble purposes in life. Each persor
has an ideal after which he is modelling
his lite. and Just as the ideal is, so will
the character be. If it is a life o
goodness and purity he will mould hi
life in accordance with this model, bu
if he has not been guided IN his select
ion of books, aud heroes, he may hav,
formed ideals possessing mean quail
ties, and just as the scalptor's idea
grows from the block of marble, 81
will the character of the child appea
either beautiful or blemished, The OBJ
jest of all this guidance is 20 lead tn
child through its doubts and convict
ions, 80 that it is able to make conques
over wrong
Miss Ross continued her exercise
fer the cultivation of the imagination
stating first that teacher in order I
be successful must understand the law
governing mental growth,
Institute adjourned at IL o'clock q, n
WEDNESDAY AFTERNOON, DEC. 22.
The Institute was called to order q
, | a -. l. l.